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IJoLE: International Journal of Language Education
Published by Universitas Negeri Makassar
ISSN : 25488457     EISSN : 25488465     DOI : -
Core Subject : Humanities, Education, Art, Social,
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences
IJoLE: International Journal of Language Education is an international peer reviewed and open access journal in language education. The aim is to publish conceptual and research articles that explore the application of any language in teaching and the everyday experience of language in education. Its scope is international in that it welcomes articles from academics, researchers, graduate students and policy makers. All articles should be in English.
Arjuna Subject : -
Articles 317 Documents
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Enhancing Critical Language Awareness and Democratic Participation in Social Studies Using a Digital Civic Debate Platform Mutiani, Mutiani; Jumriani, Jumriani; Ilhami, M. Ridha; Ratumbuysang, Monry Fraick Nicky Gillian; Assyauqi, Mohamad Iqbal; Susilawati, Aay
International Journal of Language Education Vol. 9, No. 4, 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v1i2.82097

Abstract

This study aims to investigate the effectiveness of a digital civic debate platform in enhancing students’ Critical Language Awareness (CLA) and promoting democratic participation in social studies education. Employing a research and development methodology, the study adopts the ADDIE instructional design model, encompassing five systematic phases: analysis, design, development, implementation, and evaluation. The platform developed through this process was tested and implemented among 115 undergraduate students (39 male and 76 female). The results demonstrate that the digital debate platform significantly enhances both students’ critical language awareness and their capacity for democratic engagement. The platform was validated by three experts, deemed feasible for instructional use, and demonstrated strong results in classroom implementation. Students demonstrated marked improvements across all CLA dimensions, including phonological, morphological, syntactic, semantic, communicative, and cultural awareness. The use of digital debate as a pedagogical medium not only facilitated linguistic competence but also fostered inclusive, reflective, and ethically grounded civic discourse. This study provides compelling evidence for the integration of CLA-based digital learning environments in higher education, particularly as a means to cultivate active, critical, and responsible young citizens in the digital era.
The Use of Prompt Engineering in ChatGPT to Improve the Ability to Write Ethnoliteracy-Based Fiction Stories in Elementary Schools: A Quasi-Experimental Study Fauzi, Muhammad Rizal; Nurani, Riga Zahara; Ruqoyyah, Siti; Muftianti, Agni; Palupiningsih, Angesti
International Journal of Language Education Vol. 9, No. 4, 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v1i2.82102

Abstract

This study aims to improve the ability to write ethnoliteracy-based fiction stories through the use of GPT chat engineering prompts in 5th grade elementary school students. This study employed a quasi-experimental nonequivalent control group design involving 50 students, divided into an experimental and a control group. The experimental group participated in fiction writing learning using ChatGPT with structured prompting tasks that highlight folklore and local cultural values, while the control group participated in conventional learning. The research instrument was a pre- and post-treatment ethnoliteracy-based fiction story writing test, with assessments that included indicators of writing fiction stories and the integration of local cultural elements. The results showed a statistically significant increase in the experimental group, especially in the ability to insert cultural values meaningfully in the story, this is because there are implications through the process of learning to write ethnoliteracy-based fiction stories that students are stimulated through chatGPT prompting learning. These findings indicate that prompt engineering with the help of ChatGPT can be an effective pedagogical strategy and have an impact on students' culturally responsive and creative writing learning at the elementary school level, thus making students more creative in utilizing the capabilities of GPT chat prompt engineering as a stimulation to brainstorm new ideas in honing and developing their ability to write fiction stories optimally.
Local Language Revitalization Strategies as Pathways to Child Participation: A Nonformal Perspective in Child-Friendly Villages Kusumawardani, Erma; Septiarti, Serafin Wisni; Sugito, Sugito; Setiana, Dafid Slamet
International Journal of Language Education Vol. 9, No. 4, 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v1i2.82108

Abstract

This research aims to explore local language revitalization strategies as a pathway to children's participation within the Child-Friendly Village framework from a non-formal education perspective. Using a qualitative approach with the Participatory Rural Appraisal (PRA) method, this research involved 17 participants consisting of volunteers, community leaders, and parents, with data collection through focus group discussions, participatory mapping, and observation. The research results show that the local language revitalization strategy is implemented through participatory learning, the use of local languages in social spaces such as mosques and community activity centers, and children's activities based on outbound activities. As a result of this strategy, social identity is strengthened, communication accessibility is increased, and children's involvement in village decision-making is encouraged. However, challenges such as language shift, social stigma, and media limitations persist. In effect, this research confirms that integrating local language revitalization into non-formal education practices and village policies can be an important means of strengthening children's participation while maintaining the sustainability of local culture.
Classroom Language Proficiency of EFL Teachers at the Dakhil Level in Aliya Madrasas of Bangladesh: An Empirical Study Ashraf, Tasleem Ara
International Journal of Language Education Vol. 9, No. 4, 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v1i2.82099

Abstract

In Bangladesh, EFL learning in Aliya madrasas is still questionable as the English language proficiency of the students are far below the acceptable level. According to BANBEIS and World Bank (2018), there are huge dropouts that occur at Dakhil (equivalent to secondary) level in majority Aliya madrasas due to receiving failing grades in English language courses regularly. The poor English language proficiency of Madrasa students is also a result of ineffective teaching and insignificant use of target language by EFL teachers at Dakhil level. Therefore, EFL teachers at Dakhil level in the Aliya madrasas in Bangladesh need to have a very good oral proficiency of English language along with their content knowledge for effective teaching and learning. The purpose of this study was to examine the CLP (classroom language proficiency) of the teachers at Dakhil level who are currently teaching English language in different Aliya madrasas in Bangladesh. This research also investigated EFL learning and teaching in Aliya madrasas using classroom observation and explored the prevailing teaching methods of the teachers. Following qualitative methods of classroom observation and interviews, data were collected from thirty currently practicing teachers who are working at the secondary level in the Aliya madrasas in Bangladesh. Major findings revealed EFL teachers poor proficiency in the usage of target language, as the classroom observations reported I) Insignificant use of TL inside classrooms II) inadequacy in learner interaction using TL, III) limited scope for learner participation IV) lecture based classrooms V) vast  use of native language VI) TTT beyond limits etc. Therefore, this research came up with some recommendations that may help to bring qualitative changes among the teaching learning situation in the Aliya madrasas in Bangladesh.
Developing Economics Students’ Professional English Competence through Mobile-Assisted Language Learning Musurmanov, Raxmatilla; Perdeshova, Nargiza Yesenbayevna; Eshpulatovna, Karshiyeva Dilbar; Fargat qizi, Parizod Khayrullina; Dusmamatovna, Razakova Shahnoza; Uralovich, Khushbokov Oybek
International Journal of Language Education Vol. 9, No. 4, 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v1i2.82105

Abstract

The integration of mobile-assisted language learning (MALL) into English language education has emerged as an effective pedagogical approach for developing students’ professional competences in higher education. This study aimed to examine how mobile technologies can support the formation of professional English competence among university students by aligning language instruction with real-world professional contexts. The research involved 405 undergraduate students from three higher education institutions in Uzbekistan and employed an experimental design supported by pedagogical observation, questionnaires, interviews, testing, and statistical analysis. Specialized instructional materials, including Basic Business English Grammar, English for Accounting and Finance, and a mobile application (Mobile English for Accounting and Finance), were implemented to integrate professional terminology, communicative scenarios, and case-based learning into English instruction. The findings indicate that students exposed to mobile-assisted learning demonstrated higher levels of cognitive, motivational, operational, and communicative competence compared to those taught through traditional methods. These results suggest that MALL contributes not only to linguistic development but also to students’ readiness for professional communication, critical thinking, and active engagement in English language learning.
Representation of Gender Equality in Arabic Textbooks for Junior Schools in Indonesia Sanah, Siti; Fauzia, Eva Lathifah; Ardiansyah, Ade Arip; Lutfiani, Yuni
International Journal of Language Education Vol. 9, No. 4, 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v1i2.82110

Abstract

Gender equality is a consideration that must be addressed in the preparation of learning materials. Therefore, analyzing textbook learning materials from a gender equality perspective is essential. The purpose of this study is to identify the reality of gender equality in the learning materials of the 2020 Arabic textbook for MTs (Ministry of Religion) and the 2017 Arabic textbook for SMP (Ministry of Education and Culture). This study employs a qualitative method, using documentation and quotation techniques to collect data and content analysis to analyze the data. The results indicate that both textbooks represent gender equality in their instructional content, as evidenced by the identification of gender equality themes within the instructional content, such as: equality in roles and relationships, equality in rights and opportunities, equality in economic and social development, and equality in education and potential development. Additionally, gender equality subjects were found in various forms, such as: names of people, isim mudzakkar and muannats, isim dhamir (ghaib, mukhatab, dan mutakallim ma’al ghair), isim isyaroh lil ‘aqil (qorib and ba’id), isim maushul lil ‘aqil, and fi’il mudzakkar and muannats. These results can serve as a reference for improving the quality of Arabic-language teaching materials to be gender-equitable, thereby ensuring that students' understanding of gender equality in these materials is balanced. This study recommends developing Arabic-language teaching materials grounded in gender equality.
EFL Teachers’ Experiences in Teaching Reading Texts Incorporating Local Wisdom Selamet Riadi Jaelani; Nunung Suryati; Yazid Basthomi; Nurenzia Yannuar; Baiq Suprapti Handini; Ahmad Munawir
International Journal of Language Education Vol. 10 No. 1, 2026
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v10i1.83713

Abstract

This study examines EFL teachers' experiences in teaching reading texts that incorporate local wisdom to understand how culturally relevant materials impact classroom instruction and student engagement. This study employed a qualitative method to explore EFL learners' perceptions of reading materials containing local culture. A total of 15 teachers were selected as participants using purposive random sampling based on specific criteria: (1). have completed a reading course integrated with local culture; (2). a higher concentration of data in the 78–88 score range with fewer responses in the lower range in said teaching reading; and (3). be enrolled as senior high school teachers. Consequently, the sampling method used was homogeneous sampling. Open-ended questions consisting of six items were used to collect detailed information about EFL teachers’ perceptions following the teaching of reading materials integrated with local culture. The findings showed that by integrating local wisdom into reading materials not only improve language learning but also can enhance teachers’ teaching utilities, teaching strategies, and teaching engagement because it can be seen from the teachers’ responses more the teaching material cooperating local culture had significant contribution in their teaching material than obstacle, in teaching strategies by applying media in the form of teaching reading text materials cooperating local culture was more understandable, and teachers also felt more interactive with the students in teaching reading by cooperating local culture. Therefore, curriculum developers, educators, and policymakers should prioritize the inclusion of local wisdom in English language teaching to promote holistic and contextually relevant education. This approach developed both linguistic competence and cultural pride, particularly in multicultural regions such as Indonesia.
Bridging Skills and Language: Developing Web-Based English Learning Platforms for Vocational Education Ahmad Rossydi; Peter John Wanner; Muawal Al As’ary; Benny Kurnianto; Aat Eska Fahmadi
International Journal of Language Education Vol. 10 No. 1, 2026
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v10i1.83709

Abstract

This research is based on the rapid development of Information and Communication Technology (ICT) in the education sector. Developing a web-based English learning platform tailored to vocational students not only meets the demand for innovative educational solutions but also improves their language competence and prepares them for the job market. It also promotes access, scalability, 21st-century skills, and real-life issues, and helps shape what a modern, accessible, 21st-century education is like. This study aims to contribute to addressing the increasingly widespread demand for ICT integration in education, especially in vocational higher education, and to reconcile technology with human resource development. The study's objective was to develop a web-based learning platform, "Gamal Station," focused on English language instruction for vocational students. The study employed a Design and Development (D&D) research approach, following a structured analysis, design, and development method. The resulting product, Gamal Station, offers features for learning English, including content, exercises, and assessments that can be accessed anytime, anywhere. Expert validation of both the material and the media verified the tool's effectiveness and usability, classifying it as a suitable educational resource. Nevertheless, some minor challenges, such as network limitations and necessary interface modifications, were noted during the evaluation. The application demonstrated significant potential to enhance English teaching and learning outcomes following adjustments. This research highlights the need to employ innovative, accessible educational tools in vocational training to meet diverse learner needs and support contemporary teaching methods. The affirmation of Gamal Station represents progress in the creation of ICT-based educational resources, setting the stage for broader adoption in vocational institutions and encouraging more inclusive and effective English language instruction.
Indicators of English Proficiency: A Structural-Semiotic Analysis of Self-Presentation in “English with Lucy” and Its Educational Implications Tatan Tawami; Eddy Soeryanto Soegoto; Retno Purwani Sari; Thomas Chochole; Chepi Nur Albar; Senny Luckyardi
International Journal of Language Education Vol. 10 No. 1, 2026
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v10i1.83714

Abstract

This study examined how popular social media influencers construct English proficiency as a key aspect of self-presentation and explored its implications for English learning. This study used a qualitative approach with structural semiotic analysis, and it investigated how influencers communicate English proficiency through visual and textual elements. The findings highlighted a growing need for critical language awareness among learners because influencers often reinforce standard language ideologies and idealized notions of “proper” English. Additionally, the study underscored the importance of integrating multimodal literacy into language education, given the increasingly multimodal nature of contemporary communication. In conclusion, encouraging students to examine their semiotic choices when engaging with English online critically fosters greater self-awareness in digital interactions, enabling them to navigate linguistic diversity and authenticity in virtual spaces. Ultimately, this research contributes to a profound understanding of how English proficiency is socially constructed in today’s media landscape.
Interactive Digital Multimodal Teaching Materials Based on Socio-Scientific Issues to Improve the Ability to Read Socio-Scientific Texts and Critical Thinking of Elementary School Students Galih Dani Septiyan Rahayu; Asep Kurnia Jayadinata; Jajang Bayu Kelana
International Journal of Language Education Vol. 10 No. 1, 2026
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v10i1.83710

Abstract

This study analyzes the effectiveness of interactive digital multimodal learning materials based on socio-scientific issues using a rational decision-making learning model on elementary school students' reading ability on socio-scientific and critical thinking skills. One group pretest-posttest design was implemented with three lesson plans. The instrument used was a written test aligned with indicators of reading ability in socio-scientific issues and critical thinking skills. The study sample comprised 76 fifth-grade elementary school students selected through purposive sampling. The results showed an overall increase in students' reading ability on socio-scientific issues and critical thinking skills. This increase occurred because interactive digital multimodal learning materials on socio-scientific issues, using a rational decision-making learning model, encouraged active, collaborative, and interactive learning, enabling students to analyze and evaluate information. Although the absence of a control group requires careful interpretation, these findings highlight the potential of interactive digital multimodal learning materials based on socio-scientific issues in improving reading ability and socio-scientific and critical thinking skills at the elementary school level. This study contributes to language education by supporting pedagogical innovation in facing the challenges of the 21st century.

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